October 2015 West Campus Center for Teaching/Learning Innovation Best Practices

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Enhance Students’ Learning by Teaching How They Learn

Each month the West Campus Center for Teaching/Learning Innovation (CTLI) team will highlight one topic of interest to our learning community in the West Campus Concentrate. We hope that you will find the information engaging and beneficial to your work in teaching and learning.

Do you go beyond the content knowledge in your classroom and identify the types of students you have to ensure optimal learning and critical thinking? Do you design your lessons according to the types of students you have in your classroom? No matter the discipline, you may want to enhance student knowledge by discovering how your students learn in order to design your curriculum that will randall-bass-pull-quote-270wassist students in ascertaining meaningful learning achievements.

Planning

Designing your curriculum allows you to incorporate student knowledge into practice in your classroom. There are various pieces at play when constructing your curriculum: your teaching style, students’ learning preferences, your course outcome(s), activities, assessment and content. We blend these pieces together into a coherent curriculum through the process of mapping out the curriculum to meet the needs of our students. This month, we are highlighting an array of resources to make synthesizing your curriculum easier.

Here is a brief example of what is yet to come in our upcoming communications on engagement and curriculum design to increase student learning.

Featured Faculty Video – How Do Your Students Learn

This month’s featured video, How Do Your Students Learn?, showcases Marsha Butler, faculty, New Student Experience, and Roberta Carew, professor of mathematics, who are teaching LinC, New Student Experience and Introduction to Statistical Reasoning courses. Their video features a lesson that identifies their students’ learning preferences that they have identified through an active learning activity. The video also shows how they will devise an action plan to increase their students’ learning experience and performance.

Marsha and Roberta found collaborating on this project, as they had many students in common, to be beneficial for their students, because it helped them to each tailor the lessons to who was in the room. While they discovered through the active learning exercise that many of the students were kinesthetic learners, they also found a need to modify their deliveries to help other types of learners gain the most from the learning experience. Key to their approach is helping students learn to make adjustments to their modalities of learning once they identify which of their learning styles is dominant. This important step is part of the tools and techniques that they equip students with in their courses.

For Marsha and Roberta’s sample lesson plan, click here.

Upcoming Events and Professional Development

Listed below are faculty development courses in which the topic of student engagement will be further investigated. ctli-course-chart-oct15-grove

Curriculum Design Resources

To read more about curriculum design to enhance student learning, check out the resources linked below. Additional resources are available in the Center for Teaching/Learning Innovation. Or stop by and have a conversation about how we can support you in designing your curriculum.

Electronic Resources:

Assessing and Developing Metacognitive Skills

Disrupting Ourselves: The Problem of Learning in Higher Education

Each Academic Program Has a Part in Teaching Diversity

TED Talk

It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of 10 years of “pseudo-teaching” to understand the true role of the educator, to cultivate curiosity. In a fun and personal talk, Ramsey gives three rules to spark imagination and learning and get students excited about how the world works. Ramsey Musallam: Three rules to spark learning

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